Student Development Theory for the Advising Profession

Do you use student development theory in your daily practice?

I never had before, but I'm now enrolled in a Student Development Theory course that has really made me think twice about how I approach programming and advisement. 

First, I wanted to mention how great the series Felicity is at demonstrating many of the stages that students are going through during their undergraduate careers. I never had watched the show when it originally aired, but I will definitely try to catch it on DVD. 

My professor used just the pilot episode to demonstrate many student development concepts: challenge and support, transitional issues, validation, feelings of marginality, relationship and academic issues.  Here are just a few snippets of the show since I couldn't find the full episode to post. 

I highly recommend that you check out Chickering's work if you haven't already. Here are the links to some of the best resources on him that I have found: (1), (2), (3)

Do you recall your own progression through the vectors during your undergraduate years?

 Vector 3, or "Moving Through Autonomy Toward Interdependence", was the one that upon reading made me see the connection between the theory and real-life. I can recall the first few months of my undergraduate career and the struggle that presented itself between who I was and who I wanted to be. There were so many moments where I truly believed that I was an adult who didn't need the assistance of anyone for anything. However, my behaviors did not always reflect those of an adult. I would justify behaving in an immature manner by saying that "I was still young" and other like phrases. In reality, I was experiencing what Chickering was describing within this vector. I wanted to be an adult when it was convenient and be a "child" also when it was convenient. There was a struggle between who I was at any given time. Eventually, I realized that in order to be treated like an adult I have to behave in that manner at all times.There was also a realization that I could not function completely on my own; there was a deep need for others to support me but still allow me freedom (or what Chickering would call 'interdependence'). 

Theories are not perfect. Chickering's theory is no exception and I question its applicability in some situations. For example, Vector 6 "Developing Purpose", suggests that students should develop an understanding of their lifelong purpose in terms of occupation. With the economic times we are facing today, as well as the availability of many careers that weren't on the horizon when Chickering first developed his theory, there is a good chance that students will have multiple careers over their lifetime and will have the opportunity to pursue numerous interests. Perhaps this vector needs to be renamed to something like "Developing Passions" or "Developing Interests" rather than ones purpose in life. I don't believe that any of us know our purpose in life between the ages of 18 and 24. 

Thoughts?